Essay Explain How To Promote Appropriate Behaviour And Establish Ground Rules
“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” William Arthur Ward When you teach in lifelong learning you usually have an advantage by having learners who are attending course because they are interested and/or need this particular knowledge or skill. So teacher has one of the successful teaching ingredients ready served – genuinely interested audience.
The rest is in teacher’s hands to make students learning a valuable and positive experience by adding all other ingredients e.g. passionate and knowledgeable teaching, safe and motivational environment, good lesson structure….
Explain how to promote appropriate behaviour and establish ground rules with learners to …show more content…
promote respect for others.
Every learner is different when it comes to behaviour and respect for others, therefore establishing ground rules will need to reflect this difference. Ground rules can be established in several ways: teacher imposed, learner imposed or negotiated. Each of these methods has it`s own advantages and limitations.
The teacher imposed ground rules main advantages are “Students will know what you expect from them and what they can expect from you during the course. They will know where the boundaries lie and what will happen if they step over the boundaries.” http://www.teachingenglish.org.uk/language-assistant/teaching-tips/establishing-ground-rules 20/05/2012
The teacher imposed ground rules main limitation is a luck of dialog between learners and teacher, also less memorable and seen by learners like “just another boring instruction”. While students are more likely to follow ground rules to which they contributed.
Teacher must be able to choose most appropriate way by considering a particular subject and observing current learners group.
Group discussion of expectations and incorporation of all views ensures that everyone feels included.
When discussing ground rules with learners it is important for the teacher to set their own rules which demonstrate their commitment to the teaching/learning relationship.
Ground rules could be set as mutually agreed arrangements where others’ views and needs are appreciated and valued. This would create a safe and respectful space in which all participants have the opportunity to benefit from the learning experience. It is important that a tutor also follows ground rules as in a classroom environment he is seen as a role model for his learners.
To make ground rules more memorable they can be delivered by using creative and possibly even fun approach. Example below has a very good and personal feel at same time clearly delivering message of dos and don`ts.
http://www.philanthropynow.com/pn/ground_rules.htm 09/05/12
1. “What you hear here stays here. It's ok to speak with others about your reactions and stories. Get an ok from anyone else before speaking about his or her comments, issues, and issues.
2. It's ok to pass and actively observe. No reason needed. Boundary setting is your responsibility. Take good care of yourself.
3. Listen and react to each other's stories, trusting the other person's good intentions. Believe that this group is a safe place and is out to do you good.
4. Give each other permission to make "human errors" and recover as we pioneer and risk together.
5. Be alert for cherished mistaken certainties and laugh about them while seeking ways to make the other person right.
6. Speak from "I want," "I feel," and "I request," and not "You should" or "You Always".
7. Let go of blame, shame and fault-finding. Look for win/win.
8. Ruthlessly guard the 51% vote on your self-esteem. Be open to feedback from others and at the same time trust your quiet inner voice about its interpretation and application.”
9. Ask yourself, "If this feedback were a golden gift just in time, how would I allow it to prosper me?"
10. Ask for what you want and be willing to hear a "yes" - "no" - or "negotiate". Notice what you get. Remember that powerful support and action comes from making bit promises and big requests and cleaning up your messes quickly.
Explain how to establish and maintain a safe and supportive learning environment
It is important to foster a learning environment in which students feel safe, relaxed, and willing to take risks.
Some of the ways to create a supportive learning environment for your students are:
• Building a strong classroom community
The adult education classroom plays an important role in helping learners to build stronger and larger networks. Classrooms provide learners and teachers with friendship, skills, and contacts outside their prime communities. Intentionally building networks in the classroom can create supportive relationships among students and teachers.
1. Pair work, as well as small-group and whole-class activities, beginning the first day of class will help students get acquainted, and provide on-going opportunities for students to form connections with students they don’t interact with as frequently in the classroom.
2. The room layout which will improve the classroom dynamics.
3. Providing students with opportunities to share their backgrounds and cultures.
4. Seeking to connect students with the greater community, through field trips, events discussions, by bringing guest speakers, etc.
• Building self-esteem and self-efficacy
Students’ determination and belief that they can achieve their goals are important factors in their progression in learning. Adult learners may have negative feelings about themselves due to failure experienced in their lives, due to dropping out of school, losing a job, or not being able to read or write well enough to complete various everyday tasks
1. Ensuring that students experience success at their first meeting so the first experience is a positive one. It may be appropriate to start with material that is slightly below the learners level.
2. Patience is an very important characteristic for any teacher of adults. Adults can often take a longer time in the learning process because of various learning barriers, but this does not mean they aren’t motivated to learn.
3. Accepting your student as he/she is and respecting his/her values even if they are different from yours.
4. Believing in your learners and he/she will begin to believe in him/herself.
5. Memorizing the names of all your learners
6. If your student’s first language is not English, you can learn a few key phrases in their native languages to model that it is acceptable to struggle with pronunciation and language learning.
• Using positive nonverbal communication
Nonverbal messages are an essential component of communication in the teaching process. It is not only what you say to your students that are important but also how you say it.
Some examples of nonverbal behaviours are:
• Eye contact
• Facial expressions
• Gestures
• Posture and body orientation:
• Proximity
• Paralinguistic
• Humour
• Motivating learners
Motivation is a key factor in learner’s success, and whatever level of motivation your student brings to the learning environment will be transformed, for better or worse, by what happens in the learning process.
• Involving learners as active participants in learning. Students learn by doing, making, writing, designing, creating, and solving.
• Providing learners with the best and most appropriate learning resources available
• Making sure that learners have access to all necessary equipment to successfully progress
• Being enthusiastic about a subject you teach.
• Working from learners’ strengths and interests.
• When possible, letting learners have some say in choosing what will be studied.
• Relating new tasks to those learners already know.
• Encouraging students to see literacy as a tool that empowers them to take action
• Creating safe learning environment
Analyse the boundaries between teaching role and other professional roles and review points of referral to meet the needs of learners
To maintain a productive and professional work environment and to avoid unnecessary personal and/or business expenses, it is important to work within the boundaries of your role & level of competence.
Your contract should stipulate your responsibilities. It could lead to your dismissal if you exceed your role & level of ability when this leads to gross errors.
For example my teaching involves various specialist equipment, some of it is very expensive. Currently one of our pottery kilns is not working and even I know where the fault is and how to fix it I wouldn`t take unnecessary risk, but will call specialists to make repairs.
Identification of a learner’s personal abilities and barriers should be made when they make initial contact with the training provider. This means that even before they start training, both positive and negative issues can be addressed and if necessary passed to other areas of the institution for financial, health, access and learning support. The needs and goals of the learner should be examined during their time with the learning provider through direct and indirect feedback through testing, themselves, their peers, teacher and any other departments involved in their welfare. This should lead to the individual feeling supported and valued which in turn should provide a happy and inclusive learning
environment.
Summarise key aspects of legislations, regulatory requirements and codes of practice relating to own roles and responsibilities
“A code of practice is a set of guidelines and regulations to be followed by members of a profession, trade, occupation, organization etc.; legislative requirements are similar, but are set by the governing law courts of the country and as a result are the law and must be adhered to. There are Codes of Practice and Legislative Requirements in all walks of life not just education and these often cross over from the working world such as: * The Equal Opportunities Act (2004) * Data Protection Act (2007) * Health and Safety Act (1974) * Sex Discrimination Act (1975) * Race Relations Act (1976) * Equal Pay Acts (1970) and (1983) * Disability Discrimination Act (1995) * Human Rights Act (1998) * Religion/Belief Regulations (2003) In Education there are further legislative requirements that we as educators must adhere to such as: * The Special Educational Needs and Disability Act (2001) * The Education Act (1996) & (2002) * School Admissions Bill (2010) * Criminal Records Bureau checks (2002) * Further Education and Training Act * Equality and Diversity As educators we need to be mindful of all these acts to ensure we are able to offer a fair, level, safe and respectful learning environment for all our current and prospective learners. “ http://www.coursework.info/University/Education/Teaching/Summarise_the_key_aspects_of_current_leg_L926965.html 11/05/12
In pottery courses which we teach at the Burslem School of Art we are making sure that all legal requirements are fulfilled, the most important ones would be:
• Equal opportunities by providing access to our courses regardless people’s background, like religious believes, sexual orientation, race etc.
• Data protection by keeping all student personal records safe and undisclosed
• Special educational needs and disabilities by setting our courses where possible so they are fully accessible for people with various disabilities and bringing in additional help if necessary
• Health and safety by protecting others against risks to health and safety while in our building and particular while using a pottery workshop facilities
• Record keeping not just as a requirement but also invaluable tool in teaching practice
Analyse your own responsibilities to promoting equality and valuing diversity
“Equality and diversity is a term used in the United Kingdom to define and champion equality, diversity and human rights as defining values of society. It promotes equality of opportunity for all, giving every individual the chance to achieve their potential, free from prejudice and discrimination.” http://en.wikipedia.org/wiki/Equality_and_diversity_(United_Kingdom) 20/05/12
It is important to understand diversity in race, culture, religion, language, gender, education and age to be able to promote equality and diversity in your learning environment.
In the lifelong learning particular everyone`s perspectives and perceptions are different and I assume that it is important to understand that you as a teacher are not there to change your learners, but to accommodate their learning needs in a most suitable way to your learners, by maintaining safe learning environment for everyone in the group.
Teacher has to implement different teaching methods to accommodate different learning preferences, abilities and needs, by using differentiations in preparing and delivering learning sessions.
“While learning has many ends, teaching has only one: to enable or cause learning”. K. Patricia Cross. http://www.cdtl.nus.edu.sg/handbook/learn/paradigm.htm#footnote 20/05/12
Apart from having a great knowledge and a passion in the teaching subject, every teacher must also have clear understanding of his role and responsibilities to be able successfully facilitate a learner-oriented training.
The rest is in teacher’s hands to make students learning a valuable and positive experience by adding all other ingredients e.g. passionate and knowledgeable teaching, safe and motivational environment, good lesson structure….
Explain how to promote appropriate behaviour and establish ground rules with learners to …show more content…
promote respect for others.
Every learner is different when it comes to behaviour and respect for others, therefore establishing ground rules will need to reflect this difference. Ground rules can be established in several ways: teacher imposed, learner imposed or negotiated. Each of these methods has it`s own advantages and limitations.
The teacher imposed ground rules main advantages are “Students will know what you expect from them and what they can expect from you during the course. They will know where the boundaries lie and what will happen if they step over the boundaries.” http://www.teachingenglish.org.uk/language-assistant/teaching-tips/establishing-ground-rules 20/05/2012
The teacher imposed ground rules main limitation is a luck of dialog between learners and teacher, also less memorable and seen by learners like “just another boring instruction”. While students are more likely to follow ground rules to which they contributed.
Teacher must be able to choose most appropriate way by considering a particular subject and observing current learners group.
Group discussion of expectations and incorporation of all views ensures that everyone feels included.
When discussing ground rules with learners it is important for the teacher to set their own rules which demonstrate their commitment to the teaching/learning relationship.
Ground rules could be set as mutually agreed arrangements where others’ views and needs are appreciated and valued. This would create a safe and respectful space in which all participants have the opportunity to benefit from the learning experience. It is important that a tutor also follows ground rules as in a classroom environment he is seen as a role model for his learners.
To make ground rules more memorable they can be delivered by using creative and possibly even fun approach. Example below has a very good and personal feel at same time clearly delivering message of dos and don`ts.
http://www.philanthropynow.com/pn/ground_rules.htm 09/05/12
1. “What you hear here stays here. It's ok to speak with others about your reactions and stories. Get an ok from anyone else before speaking about his or her comments, issues, and issues.
2. It's ok to pass and actively observe. No reason needed. Boundary setting is your responsibility. Take good care of yourself.
3. Listen and react to each other's stories, trusting the other person's good intentions. Believe that this group is a safe place and is out to do you good.
4. Give each other permission to make "human errors" and recover as we pioneer and risk together.
5. Be alert for cherished mistaken certainties and laugh about them while seeking ways to make the other person right.
6. Speak from "I want," "I feel," and "I request," and not "You should" or "You Always".
7. Let go of blame, shame and fault-finding. Look for win/win.
8. Ruthlessly guard the 51% vote on your self-esteem. Be open to feedback from others and at the same time trust your quiet inner voice about its interpretation and application.”
9. Ask yourself, "If this feedback were a golden gift just in time, how would I allow it to prosper me?"
10. Ask for what you want and be willing to hear a "yes" - "no" - or "negotiate". Notice what you get. Remember that powerful support and action comes from making bit promises and big requests and cleaning up your messes quickly.
Explain how to establish and maintain a safe and supportive learning environment
It is important to foster a learning environment in which students feel safe, relaxed, and willing to take risks.
Some of the ways to create a supportive learning environment for your students are:
• Building a strong classroom community
The adult education classroom plays an important role in helping learners to build stronger and larger networks. Classrooms provide learners and teachers with friendship, skills, and contacts outside their prime communities. Intentionally building networks in the classroom can create supportive relationships among students and teachers.
1. Pair work, as well as small-group and whole-class activities, beginning the first day of class will help students get acquainted, and provide on-going opportunities for students to form connections with students they don’t interact with as frequently in the classroom.
2. The room layout which will improve the classroom dynamics.
3. Providing students with opportunities to share their backgrounds and cultures.
4. Seeking to connect students with the greater community, through field trips, events discussions, by bringing guest speakers, etc.
• Building self-esteem and self-efficacy
Students’ determination and belief that they can achieve their goals are important factors in their progression in learning. Adult learners may have negative feelings about themselves due to failure experienced in their lives, due to dropping out of school, losing a job, or not being able to read or write well enough to complete various everyday tasks
1. Ensuring that students experience success at their first meeting so the first experience is a positive one. It may be appropriate to start with material that is slightly below the learners level.
2. Patience is an very important characteristic for any teacher of adults. Adults can often take a longer time in the learning process because of various learning barriers, but this does not mean they aren’t motivated to learn.
3. Accepting your student as he/she is and respecting his/her values even if they are different from yours.
4. Believing in your learners and he/she will begin to believe in him/herself.
5. Memorizing the names of all your learners
6. If your student’s first language is not English, you can learn a few key phrases in their native languages to model that it is acceptable to struggle with pronunciation and language learning.
• Using positive nonverbal communication
Nonverbal messages are an essential component of communication in the teaching process. It is not only what you say to your students that are important but also how you say it.
Some examples of nonverbal behaviours are:
• Eye contact
• Facial expressions
• Gestures
• Posture and body orientation:
• Proximity
• Paralinguistic
• Humour
• Motivating learners
Motivation is a key factor in learner’s success, and whatever level of motivation your student brings to the learning environment will be transformed, for better or worse, by what happens in the learning process.
• Involving learners as active participants in learning. Students learn by doing, making, writing, designing, creating, and solving.
• Providing learners with the best and most appropriate learning resources available
• Making sure that learners have access to all necessary equipment to successfully progress
• Being enthusiastic about a subject you teach.
• Working from learners’ strengths and interests.
• When possible, letting learners have some say in choosing what will be studied.
• Relating new tasks to those learners already know.
• Encouraging students to see literacy as a tool that empowers them to take action
• Creating safe learning environment
Analyse the boundaries between teaching role and other professional roles and review points of referral to meet the needs of learners
To maintain a productive and professional work environment and to avoid unnecessary personal and/or business expenses, it is important to work within the boundaries of your role & level of competence.
Your contract should stipulate your responsibilities. It could lead to your dismissal if you exceed your role & level of ability when this leads to gross errors.
For example my teaching involves various specialist equipment, some of it is very expensive. Currently one of our pottery kilns is not working and even I know where the fault is and how to fix it I wouldn`t take unnecessary risk, but will call specialists to make repairs.
Identification of a learner’s personal abilities and barriers should be made when they make initial contact with the training provider. This means that even before they start training, both positive and negative issues can be addressed and if necessary passed to other areas of the institution for financial, health, access and learning support. The needs and goals of the learner should be examined during their time with the learning provider through direct and indirect feedback through testing, themselves, their peers, teacher and any other departments involved in their welfare. This should lead to the individual feeling supported and valued which in turn should provide a happy and inclusive learning
environment.
Summarise key aspects of legislations, regulatory requirements and codes of practice relating to own roles and responsibilities
“A code of practice is a set of guidelines and regulations to be followed by members of a profession, trade, occupation, organization etc.; legislative requirements are similar, but are set by the governing law courts of the country and as a result are the law and must be adhered to. There are Codes of Practice and Legislative Requirements in all walks of life not just education and these often cross over from the working world such as: * The Equal Opportunities Act (2004) * Data Protection Act (2007) * Health and Safety Act (1974) * Sex Discrimination Act (1975) * Race Relations Act (1976) * Equal Pay Acts (1970) and (1983) * Disability Discrimination Act (1995) * Human Rights Act (1998) * Religion/Belief Regulations (2003) In Education there are further legislative requirements that we as educators must adhere to such as: * The Special Educational Needs and Disability Act (2001) * The Education Act (1996) & (2002) * School Admissions Bill (2010) * Criminal Records Bureau checks (2002) * Further Education and Training Act * Equality and Diversity As educators we need to be mindful of all these acts to ensure we are able to offer a fair, level, safe and respectful learning environment for all our current and prospective learners. “ http://www.coursework.info/University/Education/Teaching/Summarise_the_key_aspects_of_current_leg_L926965.html 11/05/12
In pottery courses which we teach at the Burslem School of Art we are making sure that all legal requirements are fulfilled, the most important ones would be:
• Equal opportunities by providing access to our courses regardless people’s background, like religious believes, sexual orientation, race etc.
• Data protection by keeping all student personal records safe and undisclosed
• Special educational needs and disabilities by setting our courses where possible so they are fully accessible for people with various disabilities and bringing in additional help if necessary
• Health and safety by protecting others against risks to health and safety while in our building and particular while using a pottery workshop facilities
• Record keeping not just as a requirement but also invaluable tool in teaching practice
Analyse your own responsibilities to promoting equality and valuing diversity
“Equality and diversity is a term used in the United Kingdom to define and champion equality, diversity and human rights as defining values of society. It promotes equality of opportunity for all, giving every individual the chance to achieve their potential, free from prejudice and discrimination.” http://en.wikipedia.org/wiki/Equality_and_diversity_(United_Kingdom) 20/05/12
It is important to understand diversity in race, culture, religion, language, gender, education and age to be able to promote equality and diversity in your learning environment.
In the lifelong learning particular everyone`s perspectives and perceptions are different and I assume that it is important to understand that you as a teacher are not there to change your learners, but to accommodate their learning needs in a most suitable way to your learners, by maintaining safe learning environment for everyone in the group.
Teacher has to implement different teaching methods to accommodate different learning preferences, abilities and needs, by using differentiations in preparing and delivering learning sessions.
“While learning has many ends, teaching has only one: to enable or cause learning”. K. Patricia Cross. http://www.cdtl.nus.edu.sg/handbook/learn/paradigm.htm#footnote 20/05/12
Apart from having a great knowledge and a passion in the teaching subject, every teacher must also have clear understanding of his role and responsibilities to be able successfully facilitate a learner-oriented training.